Rowman & Littlefield Publishers / AASLH
Pages: 176
•
Trim: 8¾ x 11¼
978-0-7591-0098-5 • Hardback • February 2002 • $135.00 • (£104.00)
978-0-7591-0099-2 • Paperback • February 2002 • $53.00 • (£41.00)
978-0-7591-1675-7 • eBook • February 2002 • $50.00 • (£38.00)
Barbara A. Levy first practiced her interpretation skills as a choral conductor, singer, and music teacher. Although she moved on to work in the historic site field, her experiences in music and teaching confirmed her belief that interpretation in any field required understanding and effective communication. Her professional commitment to creating great interpretive experiences at historic sites began when she was the Interpretation Planner for the Massachusetts Department of Environmental Management, Planning Division, and continued when she became Director of Education and Interpretation for the Society for the Preservation of New England Antiquities. In 1993 she founded Barbara Levy Associates, a consulting group that has helped history museums and historical organizations across the country improve their interpretation, planning, and education programs. Well known as a skilled interpretive planner, teacher, and trainer, she is also a frequently requested presenter at regional and national professional conferences. She holds a B.M.A (with distinction) from the University of Michigan, and both M.M.A and M.A degrees from Boston University. Sandy Mackenzie Lloyd first interpreted history to the public as a kindergartner when she wrote, directed, and starred in a play about Betsy Ross. A year later she began collecting antiques and she was hooked. Her combined love of history and 'things' led to a degree in American Studies from Smith College and the Winterthur Program in Early American Culture. She was the first curator of Wyck, a historic house in Philadelphia, and the curator of education at Cliveden, a property of the National Trust. She has written several Historic Structures Reports for significant buildings in Philadelphia, given tours of historic sites for over twenty years, conducted guide training, lectured, and taught the toughest historic site audience—school children. She lives in Philadelphia with her family where she works as a museum consultant to many historic sites including Pennsbury Manor, Paulsdale, Montpelier, the Woodrow Wilson House, Washington's Crossing, and... the Betsy Ross House. Susan P. Schreiber began her career teaching 7th-12th graders in rural Connecticut on the outskirts of a thread mill town—or, rather, the students taught her about their dreams and their needs for a sense of connectedness. She cut her teeth in museum education at Old Sturbridge Village in the early 1970s, then a hotbed of ideas about work, family, and community in the past and the present, and how museums could make a difference in our society. She was a Rockefeller Foundation Fellow in Museum Education at the Metropolitan Museum of Art and curriculum developer for The Role of Women in Society at the Education Development Center in Newton, MA. In 1979, she moved to Washington, D.C. to work as a program officer at the National Endowment for the Humanities, and spent four years as Assistant Director of the American Association of Museums. Beginning in 1988, she was Director of Interpretation and Education for the historic sites of the National Trust for Historic Preservation. She left the Trust in December 2000 to become Director of Interpretation and Public Programs for the Historical Society of Washington, D.C., working on the creation of the City Museum of Washington.
Part 1 Foreword
Part 2 Acknowledgments
Part 3 Preface
Part 4 Part 1: Developing the Thematic Tour
Chapter 5 Introduction
Chapter 6 Chapter 1. Preparation: Assemble the Facts
Chapter 7 Chapter 2. Planning: The Theme Development Team and the Roundtable Workshop
Chapter 8 Chapter 3. Creating: Writing, Testing, and Revising a Thematic Tour Online
Chapter 9 Sample Materials
Part 10 Part 2: Training Guides to Give Thematic Tours
Chapter 11 Introduction
Chapter 12 Chapter 4. Site Specifics and Historical Context
Chapter 13 Chapter 5. Material Culture: The Physical Evidence
Chapter 14 Chapter 6. Interpretive Themes and the Thematic Tour
Chapter 15 Chapter 7. Communication: Audience and Presentation Techniques
Part 16 Part 3: Managing Guides Effectively
Chapter 17 Chapter 8. Managing Guides Effectively
Part 18 Index
Part 19 About the Authors
Great Tours! is a wonderful resource for sites that want to improve their interpretation and guide training. With loads of activities and practical advice, the book is designed to be adaptable for sites of varying sizes, resource levels and sophistication. Great Tours! does a good job of addressing new issues and problems facing historic sites today. . . . The book's format is easy to use and its program will help any site to strengthen and discipline its interpretation. Great Tours! provides practical help and advice for historic sites, helping them to address the increasingly important and linked questions of visitor experience, good interpretation, and changing audiences.
— Jessie McCulley, Heritage Investment Program; Insites
This is a book well worth pursuing ... The kind of book for discovering its contents and placing in a convenient slot on the shelf until an idea strikes and one remembers one of its gems and reaches for it once again.
— George D. Chapman, Living History Interpretations consultants; ALHFAM Bulletin
...this excellent resouce guide will help every site, no matter how large or small.
— Lori Cox-Paul, John Wornall House Museum; Nebraska History
Great Tours is a practical and easy-to-use training manual for anyone developing guided tours of historic sites.... It is a methodical guide to planning, implementing and managing a guided tour program.
— Kerri Button, Curator/Administrator, Canada's Aviation Hall of Fame; Inform: Newsletter From Museums Of Alberta, Winter 2002
Bad tours are easy to parody. Great tours are hard to copy. And thus the need for this book... The book is divided into three parts: developing the thematic tour, training guides to give such tours, and finally how to manage guides effectively. It is all to the good that the organization is so clearly defined, with the subdivisions given equal care, for the wealth of material would be difficult to absorb without such orderly presentation... One cannot, in all truth, single out a single section or chapter as more useful than another, but there is no doubt that in working with enthusiastic guides the training activities, formatted as worksheets, will be invaluable. Although packed tight with information, the messages are succinct. It will be an unusual reader who does not underline constantly with a pencil or else scatter 'stickies' throughout to secure the most salient places.
— Jane Manaster; Museline, Texas Association Of Museums